Tell me, and I forget; Show me, and I remember; Let me do, and I understand. Social Pedagogy in Essex. Sylvia Holthoff Gabriel Eichsteller ThemPra Social Pedagogy CIC. The Evolution of Social Pedagogy. “Children are a key to understanding a nation,
ThemPra Social Pedagogy CIC
“Children are a key to understanding a nation,
not only to comprehend the habits of a society
but also its collective intelligence and sustainability”
(DonataElschenbroich, German sociologist)
Social pedagogy as an academic discipline is a ‘function of society’ (Mollenhauer) – it describes how society thinks about children and young people, their education and upbringing.
Therefore, socialpedagogyiscloselyrelatedtosocietyat a given time andplace, itiscontextspecific.
“We should not teach children the sciences,but give them a taste for them”
Jean-Jacques Rousseau (1712-1778):
“I seek education for humanity, and this only emanates through love”
Johann Heinrich Pestalozzi (1746-1827):
The children have been vested with unknown powers that could lead the way to a better future” (Maria Montessori)
New Education Movement:
“I prefer the word pedagogue to teacher. A teacher is someone paid by the hour to drill something into the child, while a pedagogue draws something out. If you want to be a pedagogue you have to learn to talk with children instead of to them. You have to learn to trust their capacities and possibilities.”
Janusz Korczak (1878 – 1942), Polish pedagogue, paediatrician and author
Origin: Pedagogy – Greek pais (child), and agein(to lead, bring up)
“Social pedagogy is a theory of all the personal, social and moral education in a given society, including the description of what has happened in practice.”
Karl Mager (1810 – 1858), German ‘founding father’ of social pedagogy
Social pedagogy is deeply rooted in society and has grown organically into a coherent system, wherein theory meets practice.
“One should teach children to dance on a tightrope without a safety net, to sleep at night alone under the sky,
to row a boat out on the open sea.
One should teach them to imagine castles in the sky instead of houses on the ground,
to be nowhere at home but in life itself and to find security within themselves.“
Hans-Herbert Dreiske, German poet and social worker
“The essential thing is for the task to arouse such an interest that it engages the child’s whole personality” (Maria Montessori)
Pedagogic practice is embedded in societal context, corresponds with and influences social views on pedagogy and informs policy-making
Badry & Knapp, 2003
“The whole is greater than the sum of its parts.” (Fritz Perls)
Pedagogic practice is a holistic process creating a balance between:
All three elements are equal and complement each other synergy
‘The pedagogical approach rests on an image of a child as a complex social being with rich and extraordinary potential, rather than as an adult-in-waiting who needs to be given the right ingredients for optimal development. […] For pedagogues there is no universal solution, each situation requires a response based on a combination of information, emotions, self-knowledge and theory.’
Children’s Workforce Development Council, 2006
“It is not possible to teach. But it is possible to create situations wherein it is impossible not to learn”
The Common Third:
Comparative research on residential child care in Denmark, Germany and England has shown the benefits of social pedagogy on improving the life experience of children in care.
While the level of staff qualification is a significant factor, so is the welfare system – different countries value residential care very differently.
Qualifications of Workers (Cameron, 2008)
Which of these pillars represents Germany, England and Denmark respectively?
Numbers of Children in Care (Cameron, 2008)
Which of these pillars shows the distribution in England / Denmark / Germany?
Key work responsibilities (Cameron, 2008)
Which graph colour belongs to Denmark, Germany and England respectively?
Cameron, C. (2004). Social pedagogy and care: Danish and German practice in young people’s residential care. Journal of Social Work, 4(2), 133-151.
Doyle, M. E., & Smith, M. K. (1997). Jean-Jacques Rousseau on education. The Encyclopaedia of Informal Education. Available online: http://www.infed.org/thinkers/et-rous.htm (accessed: 20/02/09)
Eichsteller, G. (forthcoming). Social Pedagogy in Britain – further developments. Social Work & Society Online News Magazine (SocMag.net)
Hämäläinen, J. (2003). The Concept of Social Pedagogy in the Field of Social Work. Journal of Social Work, 3(1), 69-80.
Mollenhauer, K. (1964). Einführung in die Sozialpädagogik.Weinheim: BeltzVerlag. (English translation available soon on www.thempra.org.uk)
Petrie, P., Boddy, J., Cameron, C., Wigfall, V. & Simon, A. (2006). Working with Children in Care – European Perspectives. Maidenhead: Open University Press.
Smith, M. K. (2009). Social Pedagogy. The Online Encyclopaedia of Informal Education. Available online: http://www.infed.org/biblio/b-socped.htm (accessed: 20/02/09)